| There are several age-appropriate video games that | | | | playing video games showed that junior and high |
| provide hours of fun while at the same time providing | | | | school students who reported played more violent |
| practice in logic and strategizing as well as problem | | | | video games tended to display more aggressive |
| solving. However the growth and rising popularity of | | | | behaviors and were generally more violent. The |
| video games has been riddled with controversy as | | | | amount of time that they spent playing video games |
| younger and younger children get exposed to the | | | | had a direct impact on their academic grades in |
| subset of video games that feature antisocial | | | | college. Those who spent long hours playing video |
| behavior, violence and gore. There is rising concern on | | | | games almost always had lower grades. Not only did |
| the effects of violent video games on children. The | | | | violent video games provide a conducive environment |
| increasingly realistic nature of these games makes | | | | for learning aggressive solutions to conflict situations, |
| them extremely popular among children of all ages, | | | | they also offered ample opportunity to practice and |
| but it is this very same realistic nature that is the | | | | hone this particular trait. Playing violent video games |
| cause of great anxiety. Apprehension about violent | | | | for a short period augmented aggression by priming |
| video games is based on the assumption that they | | | | aggressive thoughts. Long-term playing had longer |
| promote violence and aggression amongst young | | | | lasting effects as long-term players were inclined to |
| players. Extensive research has proven beyond a | | | | learn and rehearse new scripts related to violence. |
| doubt that television violence increases aggression | | | | The active learning environment of violent video |
| and violence among the children who watch it. | | | | games makes them potentially more damaging than |
| Concern regarding violent games was originally based | | | | exposure to violent television and movies. Social |
| on these studies. However later studies show that | | | | scientists hypothesize that there are four main |
| violent video games may be more damaging than | | | | reasons why video games have such a profound |
| violent television primarily because of the interactive | | | | impact on children. Children are more likely to mimic |
| nature of video games. Studies show that playing | | | | the behavior of any individual or character that they |
| violent video games tend to foster aggressive | | | | identify with. Most violent video games require the |
| behavior, thoughts and feelings in young people in | | | | player to take the point of view of and enact the |
| laboratory settings as well as in actual life. Moreover, | | | | role of the perpetrator. As opposed to passive |
| violent games are riveting and extremely interactive. | | | | observation; the active participation that is required in |
| They compel the player to identify with the | | | | violent video games fosters aggression as second |
| aggressor, making them more vulnerable to the | | | | nature. The repetitive nature of the interaction, which |
| aggression-enhancing effects exposure to violent | | | | provides ample opportunity for learning violent ways |
| games. It is not only the habitual players that are | | | | of thinking and acting. Violent games are in effect a |
| affected; even those who are briefly exposed to | | | | rehearsal for violent behavior and actions in real life. |
| violent video games are inclined to display aggressive | | | | Exposure to violent video games increases |
| behavior, even if the increased aggression was only | | | | aggressive thoughts and emotions as well as |
| temporary. Extensive studies on the cause-effect of | | | | aggressive actions. |